Making Effective Use of the Writing Center
From Sean Kelly, Director of the Writing Center
The online paper submission tool can be an effective way for undergraduate and graduate students at Wilkes University to find assistance with their writing, especially during the summer months, when the F2F Writing Center is closed. However, the online (asynchronous) format presents unique pedagogical challenges.
One important benefit of the F2F Writing Center is the possibility of a sustained meaningful dialogue about the writing process. In the F2F context, peer consultants are able to serve as guides by asking follow-up and scaffolding questions that encourage students to make important connections. This can promote self-awareness about the writing process that is especially beneficial to students. The obvious challenge of the asynchronous Writing Center platform is that it dramatically reduces the real-time dialogue between students and the consultants working with them. Moreover, in certain cases, the online submission form, itself, can unwittingly place the Writing Center consultant in the position of copy-editor rather than co-learner or guide. Here, I want to offer two suggestions for how to make the online Writing Center more pedagogically effective for undergraduate and graduate students alike.
Be specific.
Try to be as specific as you can about your concerns when you submit the online form.
Recently, I included a new question on the form that asks: “In what specific areas would you like feedback on your draft (planning, development of argument, organization, textual support, grammar and mechanics, citation)?”
The goal is for students to articulate, as best they can, the specific issues they would like the consultant to address. The parenthetical topics included here are meant to spark your thinking about what you are seeking help with. For example, rather than simply answering “development of argument,” you might explain what you are trying to accomplish in your argument and why you are unsure about your approach. Rather than simply answering “grammar and mechanics,” you might highlight sentences that you are unsure about and ask specific questions about them. For instance, if you are unsure about how semicolons work, you might highlight those sentences and ask, “Am I using these semicolons correctly?” or “How do I know when it is appropriate to use a semicolon?” This allows your peer consultant to target their response toward specific issues. Similarly, stating that you want help with “punctuation” and “citation” doesn’t give your consultant much to go on. In your own words, try to identify what you are having trouble with. You might say something like, “I’ve looked at the model, but I still don’t understand how to cite a work with no author in APA.” Ultimately, the peer consultant’s goal is to help students learn the skills and approaches that will enable them to better help themselves as writers.
Here are two examples of students’ actual responses to the question “In what specific areas would you like feedback on your draft (planning, development of argument, organization, textual support, grammar and mechanics, citation)?”
- Answer 1: “grammar and mechanics, citation”
- Answer 2: “I need help with my thesis statement and conclusion. I also want to ensure that the paper's organization and flow are good. Did I provide a good enough argument?”
While answer 1 simply lists items from the parenthetical list of possible topics, answer 2 engages the consultant with specific concerns and questions about the writing process. The consultant may not be able to cover everything requested by the second student; however, they will likely be more effective in guiding the student in the writing process. The second answer begins a conversation about the writing process.
- What is a thesis statement? What makes a thesis effective?
- What makes a conclusion effective? What could be done (from a reader’s perspective) to make this conclusion more persuasive?
- What do we mean when we say that a paper “flows”? In the context of writing, what does the idea of “flow” correspond to (organization, transitions, paragraphing, coherence, etc.)?
- What additional evidence might be needed to strengthen this argument?
Feel free to follow up with your consultant if you have additional questions.
Remember, learning more about how writing works as a process will allow you to develop more effective strategies as a writer, from prewriting, to drafting, to revision. Sometimes a follow-up email might be enough to answer your questions. However, if you would like a more in-depth discussion, consider requesting a quick Zoom meeting. A synchronous session might be a great way for both you and the consultant to exchange important follow-up questions and observations.